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The principal goal to introduce art in Bolivian education system was to cultivate student’s mind and spirit and provide them with emotional outlets and means of self expression.Since kindergarten through college students have been introduced to a range of traditional and innovative forms of visual art, craft, paint, classical and popular music, folk art and dances, drama, poetry, literature, film, sculpture, crafts, singing, photography, digital arts, and media.

For example, in preschool painting motivates visual art;children are encouraged to self-expression and engaged with materials developmentally appropriate, accessible, and relevant to children’s lives. Art for students in elementary and high school has been most prevalent in music in the form of songs, instrumental, and choral works. Arts education also has been expanded to folk concerts, museum and church visits.

Bolivian Arts curricula, during the years, have been shaped by external theoretical influences, political developments, and social conditions. Currently, in urban areas, arts curricula do not only reflect and sustain the authentic Bolivian cultures traditions and customs, but also engage and confront socio-cultural issues (sexuality, gender, race, ethnicity, politics, economics, oppression, social justice, the environment, and spirituality) within the Bolivian society.

External influences like globalization and technology also has been affecting in the art curricula. Globalization for example, has been generating increasingly homogeneity between cultures and consequently blurring distinctions between national, regional, and local communities (however, helping to understand and appreciate the art diversity in the world). Technology also is playing an important role in bringing art to a large and dispersed audience through its reproduction capabilities. In music education for example, technology functions (as a tool) is helping in the development of various skills and creating innovative possibilities for musical composition. In visual art, technology is used for studio/creative work, and provides access to images of any kinds. In dance drama, video tapes are used to show a variety of students’ performances.

In summary, Bolivian students have been supplied of rich and comprehensive art curricula since the independence of the country, art curricula that have been in tune with globalization and technology.